A study examined the effectiveness of group and self-directed interventions for developing stress-coping resources among students in three associate degree nursing programs. The 46 students in the modified curriculum group received instruction in two stress-monitoring techniques and three tension control exercises. The second group (n = 61) experienced self-directed interventions, and the third group (n = 54) received no interventions. Each group completed the Coping Resources Inventory for Stress (CRIS) at the beginning and end of their first nursing course. A multivariate analysis of variance performed on the three groups' mean gain scores on the CRIS scales (confidence, structuring, stress monitoring, problem solving, and tension control) confirmed that the interventions resulted in significant improvements in the nursing students' ability to cope with stress. A univariate analysis of variance showed significant differences at the .05 level in the mean gain scores for stress monitoring between the modified curriculum and control groups and for tension control between the modified curriculum group and the self-directed and control groups. Of the 68% of students in the modified curriculum intervention group who completed a stress-coping resources evaluation form, 69% planned to use their training in their upcoming classes. (Contains 13 references.) (MN)